The five major actions, in Knight’s instructional coaching framework, including (a) collaborating, (b) modeling, (c) observing, (d) providing feedback, and (e) providing support that an instructional coach is expected to do during their coaching process.
Published in Chapter:
Exploring the Impact of Instructional Coaching on Middle School Teacher Self-Efficacy: A Single-Case Study
Chau H. P. Nguyen (Texas Tech University, USA), Fernando Valle (Texas Tech University, USA), Aaron S. Zimmerman (Texas Tech University, USA), and Irma L. Almager (Texas Tech University, USA)
Copyright: © 2022
|Pages: 20
DOI: 10.4018/978-1-6684-3848-0.ch020
Abstract
This single-case study examined the impact of instructional coaching (IC) on middle school teacher self-efficacy to advance our grasp of how middle school teacher self-efficacy operates. The findings indicated that IC produces important influences on middle school teachers' self-efficacy in all the areas the principal interns (PIs) coached them. Additionally, the study found that feedback—be it praise or criticism—is perceived to be the most effective tool/component in raising teacher self-efficacy, whereas collaborating (at the beginning of the school year when trust has not yet been built) and modeling are considered the least effective. These results have implications for practice and research.